Signing Naturally Units 7-12 by ELLA MAE LENTZ, KEN MIKOS, CHERI SMITH (z-lib.org)

Kitchen Appliances Fingerspell
SINK
Fingerspell

STOVE

17.

Fingerspell Fingerspell
OVEN
REF

19. 20.

Fingerspell
DW

UNIT 1O . CIVINC OPINIONS ABOUT OTHERS

SIGNING NATURALLY

Homework 70:8

wH-woRD QUESTTONS 2

Circle the topic and underline the choices listed in each question.

1. Do you prefer cool or warm weather?
2. Do you prefer cats or dogs?
3. Do you prefer c<lmedy, rornance or action films?
4. Do you prefer to eat at a table or in front of the TV?
5. Do you prefer to sleep on your back or on your side?
6. Do you prefer to get in touch with Deaf people by email or by

videophone?

7. Do you prefer to save or spend money?
8. Do you prefer to work at a job you hate but get paid a lot of

money or a job that's fun but doesn't pay well?

9. Do you prel'er to be with a person who is kind, intelligent or

beautilbl?

To translate the questions, follow this word order:

o name the topic (raise brows)
. name the choices

contrastive structure (lbr 2 choices)
listing in neutral space in front (for 3 choices)

. end with wh-word question (furrow brows, tilt head forward,

hold last sign)

Examplc-2 choices,l. Do you prefer cool or warm weather?

narne topic, name choices using contrastive structure,* end with wh-word question

'' llcrncmber \r,ith contrastive structure t ou begin on vour non-clonrinant sidc

HoMEWoRK 10:8 287

Example-3 choices.3. Do you prefer comedy, romance or action films?

name topic, name choices-list in neutral space", end with wh-word question

Questions 7-9

View. Tonique signs translations of the questions above.
Practice. Now practice the questions and be prepared to sign them
in class.

VOCABULARY REVIEW
T Review the vocabulary on the video.

1. conditions in the 2. cool (weather)

atmosphere such as
being rainy, sunny,
cloudy;weather

* Put the choiccs in sequcncc space in front of your body-begin on your non-dominant side

288 UNIT 1O . CIVINC OPINIONS ABOUT OTHERS

3. neither cold or hot; warm 4. romance; associated

with love

5. full of action and, 6. shooting off automatic weapons

or suspense as in a gunfight

7. to send (something) 8. to get or earn money in

electronically return foffiork

9. to make good money;

to make lots of monev

HOMEWoRK 10:8 289

SIGNING NATURALLY

Homework 70:9

INTERVIEW
ln class, you will be doing this interview with your partner.

Part 1 A: ask who are the two people B chose
name two people you know well and describe them:
B:
. their names
?art 2 A: . how they are related to you
. what they look like
B: o what they do
o their ages
Part 3 A:
o etc.
B:
ask "which" questions
A: "which is more..."
"which is better..."
reply, give reasons and give examples

give a hypothetical situation, ask who B would pick
or prefer
reply, explain why

respond

Review the key language elements needed for the interview.

View. In Interview Part '1, observe how Ursula and Iva introduce

the two people being compared:

For "A: ask who are the two people B chose"

290 uNrr r0 . crvrNc oprNroNs ABour oTHERS

For "B. name two people you know well"

...older sister named Tia (located on lva's left side)

...younger sister named Kim (located on lva's right side)
NOTE: To compare two people, use contrastive structure. Establish

the first person on your non-dominant side and the other person on
your dominant side. As you share information about each person,
orient your signs and body in the direction where the person you
are talking about was established.

O View. In Interview Part 2, observe how Ursula asks two kinds of

"which" questions and how Iva responds.

A: ask "which" questions
B: reply, give reasons and give examples

which is more...?

HoMEWORK 10:e 29',

NOTE: The sign "being organized" shown above, and the two other
signs (shown below) are the only signs that can be used with the
phrase "which is better...?"

having good judgement manage money well

to reply, point to the location designated for the person
(on left or right), then give reasons and examples of why
you choose him or her. Then, point to the other person's
location, shake head to indicate she or he is not the same
and describe the differences.

if both are the same, begin your reply with the sign below,
then give the reasons and examples.

the two of them are the same;
both

292 uNtr 'r0 . crvrNC oprNroNS ABour orHERs

View. In Interview Part 3, observe how Ursula signed the
following:

A: give a hypothetical situation, ask who B would pick or prefer

INTERVIEWS
You may have been assigned to be either Interviewer 1 (page 294)
or f nterviewer 2 (page 295). Follow the instructions on that page

to prepare to be Signer A when you are the interviewer, and Signer

B when you are the interviewee. Review Learn the Interview

(page 290-293) to help you develop your questions as Signer A and
to structure your reply as Signer B

HoMEWORK 10:9 293

INTERVIEWER 1

Follow this dialogue.

Part 1 A: ask about the two people B chose

B: name two people you know well and describe them (fill out chart below)
?art 2 A: ask 6-8 "which" questions.to compare the two people (see categories below)

B: reply, give reasons and examples

Part 3 A: give a hypothetical situation, ask who B would pick or prefer
B: reply, explain why
A: respond

As Signer A (interviewer). For Part 2 develop 6-8 questions from the categories below.

approach to work (page 246) disposition (page 264)
o pleasant
. hardworking
o kind
o focused o modest
level of accountability (page 247) o humor

. responsibility . cool
. money matters
o anxious or carefree
relating to others (page 248) dealing with others (page 268)

. extrovert or introvert o tolerance

o direct . patience

. sharing intellectual ability (page 269)

Think of a hypothetical situation for the question in Part 3.

As Signer B (interviewee). For Part '!, prepare to give information about the two people you
have chosen. Fill in the chart below and rehearse the information.

personal information person 1 person 2

nameS

relationship
ages
marital status
occupation
appearance

During the interview, when telling who is "more" or "better," elaborate on your answers and
include how the second person differs.

294 uNrr 10 . crvrNG oprNroNs ABour orHERs

INTERVIEWER 2

Follow this dialogue.

Part 1 A: ask about the two people B chose
B: name two people you know well and describe them (fill out chart below)

Part 2 A: ask 6-8 "which" questions to compare the two people (see categories below)
B: reply, give reasons and examples

Part 3 A: give a hypothetical situation, ask who B would pick or prefer

B: reply, explain why
A: respond

As Signer A (interviewer). For Part 2 develop 6-8 questions from the categories below.

approach to work (page 245) ||disp.opsoitliioten (page 264)
. completion of tasks
247)
level of accountability (page II '.gtoeomdpye-graomoednyt
. imposing discipline
.careful I
. organized or orderly
refating to others (page 248)
. supportive I ' active
ohonest
lIdeaolinagffewctiitohnoattheers (page 268)
. amiable or agreeable
o respecting one's privacy I good sense or foolish (page 269)

I courageous (page 269)

Think of a hypothetical situation for the question in Part 3.
As Signer B (interviewee). For Part '1, prepare to give information about the two people you
have chosen. Fill in the chart below and rehearse the information.

personal information person'l person 2

names
relationship
ages

marital status
occupation
appearance

During the interview, when telling who is "more" or "better," elaborate on your answers and
include how the second person differs.

HoMEWoRK 10:9 295

& Review the vocabulary on the video.

1. to debate or argue the 3. to cause pain or hurt

point(s) one's feelings

4. a sign that begins a 5. a continent which

hypothetical situation, includes the British Isles,
for example, "What if..." France, Spain, Germany,
or "Let's suppose..." Italy, Greece; in other

words Europe

6. a series of incidents or occurrences

296 UNIT 1O . CIVINC OPINIONS ABOUT OTHERS

Homework 7O:70

INTERRUPTING OTHERS

Maintaining eye contact while conversing is essential to a culturally
successful interaction in ASL. However, there are times when you
need to interrupt a conversation, yours or someone else's, that
requires breaking eye contact. How do you do it without appearing

rude?

lnterrupting Other s' C onv ersafions

Approach the people in the conversation and get the attention of at
least one person. Once the person acknowledges you, indicate the
reason fbr the interruption and apologize.

Interrupt to Deliver a Message 'l: Observe Derrick approaching

slightly hunched over and waving his hand to indicate he needs to
interrupt Terrylene and Melvin's conversation. Once acknowledged,
he delivers the message to Melvin. Then he apologizes to Terrylene
for the interruption.

If the conversation looks serious (rapid overlapping turn-takings
and intense expressions on the peoples' faces), approach and stand
at a polite distance and wave your hand slightly to indicate that you
need to interrupt.If you are not acknowledged right away, continue
moving closer and waving your hand slightly, until you get their
attention.

Interrupt to Deliver a Message 2: Observe when Lauren realizes

the seriousness of Melvin and Terrylene's conversation, she makes
three attempts, each time moving closer and waving her hand
slightly, to get their attention. Once she is acknowledged, she
apologizes lbr the interruption before delivering the message.

HoMEWoRK 10:10 297

lnterrupting Someone Signing to You

It is important to develop your ability in handling distractions, as

they may occur while you interact with Deaf people. For example, if

you are distracted by the phone ringing or someone calling your
name while a Deaf person is signing to you, you should ask him or
her to briefly hold on. Once she or he acknowledges or agrees to
hold on, you may now explain the distraction and break eye contact
to check the distraction. Breaking eye contact without your
partner's acknowledgement is considered rude.

Ask to Hold On 1 and 2: Observe Lauren in both conversations

asking her partner to briefly hold on before looking away to check
the source of the distraction. Then she explains the distraction.

ask to hold
Resuming Conversation
Lauren's conversation with JT occurred in her home. After checking

the distraction, Lauren used the phrase (below) to ask JT to resume
signing:

-rt

disregard distraction, ask to resume

conversation

298 UNIT 1O . GIVING OPINIONS ABOUT OTHERS

VOCABULARY REVIEW

& Review the vocabulary on the video.

lnterrupting

1. expression asking for 2. to interrupt or stop a

forgiveness; like conversation or activitv
"excuse me"

3. expression used to 4. expression asking to

apologize;like hold on; like
"['m sorry" "Wait a minute"

Resume Conversatiort th

lw

5. expression used to tell 6. sign indicating the 7. having no or very little

someone to resume signer will resume where importance; not worth
signing
she or he left off attending to; it's nothing

HoMEWoRK 10:10 299

Distractions

8. telling someone that their name is being called

f . informing someone that a car is

honking

10. informing someone that the fire 1 1. telling someone that the
alarm is ringing
phone is ringing

.e

12. informing someone that a dog is 13. informing someone that a
baby is crying
barking

300 UNIT 1O . GIVINC OPINIONS ABOUT OTHERS

G AA]F. gf.e* $,o,i,i6 ,(l'cu o- \
-&U, L. -"S:

)L ')

14. telling someone that a light is flashing 15. informing someone that sirens

are blaring

16. informing someone that there's some shouting outside

1 7. telling someone about an announcement of a delayed flight

18. telline someone about an announcement that the buildine is about to close

HOMEWoRK 10:10 301

SIGNING NATURALLY

Homework 70:77
o STORY: A LESSON LEARNED

View the story A Lesson Learned, then answer the questions

below.

'1. Describe the family.

2. Why did the father ask Melvin to babysit?

3. What did Melvin teach the little girl and why?

4. After Melvin left, what happened during the night?

5. Why is the title A Lesson Learned appropriate for this story?

Answers given in class.

New Signs

l. to be enthusiastic, eager, 2. to be thrilled about:

or excited to be delishted

302 .uNrr 10 crvrNC oprNroNs ABour orHERs

ALICE TAYLOR TERRY (1s78-leso)

Like many of her generation, Alice Taylor Terry attended a
residential school for the Deaf, married a Deaf man, and was an
active member of local Deaf organizations. Yet, she stood out among
her peers because she was one of the few women who attended
college, was an accomplished writer, an outspoken advocate for
using Sign Language in schools for the Deaf, and a recognized leader
on both the local and national stases.

Alice Taylor was born in 18 78 on a Missouri farm, the youngest of

several children. She became Deaf at the age of 9, and enrolled in

"The hqppU the Missouri School for the Deaf. where she thrived. She wrote
about her arrival at the school, "The happy expression on the faces

expression onthe of the sign-users told me more powerful than words have ever told
faces of the sign- me, that it, this sign-language, is the one reliable means in the
world to drive away the sense of isolation." (Silent Worker, vol 33,

users toldme more no 2, p. 48). After graduation in 1895, she enrolled at Gallaudet

College (later renamed Gallaudet University) for one year, then

powerful than words continued her education at Marionville College in Missouri. In

have ever toldme, 1901, she married Howard Terry, who like Alice, was a Missouri
that it, this sign- native and a Gallaudet alumnus. Several years later, they moved to
Santa Monica. Clalilbrnia. where thev raised their three children.

Ianguage, is the one

Many of Alice Terry's works were published in national Deaf

reliable means inthe publications like the Silent Worker, Silent Broadcaster, and the lewish

world to drive awaa Deal. Some of her popular themes were the issues of eugenics, the
the sense of benelits of Sign Language, driving rights for Deaf people, the
importance of Deaf social life, and the need for Deaf people to

isolation." organize, educate and contribute to their own communities and to
the welfare of "our thousands of little deaf children across the

United States." Reaching out to Deaf people through her writings,

Terry pointed out the important role Deaf women played in Deaf

history and praised Deaf women for their superior service to their

families as wives and as mothers.

Like many others in the Deaf community, she belonged to a local
deaf club, the Los Angeles Silent Club (LASC), which provided an

important social outlet. In 1920 she was elected president of the

association (LASC), During her tenure, the LASC passed a resolution

HoMEWoRK .10:11 303

in support of sign language and decrying the misleading
propaganda promoting "pure" oralisml in schools. Three years
later, Terry went on to serve as the first woman president of the
California Association of the Deaf (from 1923 to L926).

On the national level, Alice Terry was a member of the National
Association of the Deaf (NAD) but she was not allowed to vote due
to her gender. Instead she used her columns as a forum to express
her ideas. She warned of the dangerous infiltration of "pure"
oralism during that time. In a speech at the 1915 NAD Convention,
Terry pointed out, "It may be argued that the amazing growth of
Pure Oralism is a sign of progress. It cannot be, because the results
do not justify the sinful waste of time and labor spent. Any system of
teaching before it can be called progressive must be able to show
widespread and lasting results. As a rule these orally taught pupils,
when through [with] school, seek the other deaf to learn their sign
language, fall in love with them, marry them and forget what they
learned in articulation. This need surprise no one, for it is only
natural."

Terry believed that the general world could be educated to see what
was already true, that Deaf people's lives are good, despite, "The
Iierce battles we have already fought alone; the prejudice of deafness
we have had to overcome also alone; the ceaseless struggle to prove
to a cold, callous world that we are just like other people...!"

Alice Terry will long be remembered as an articulate and forceful
figure in promoting the importance of Sign Language in educating
Deaf children, and the rights of Deaf people to achieve full
citizenship status. She died just short of her 72nd birthday in
April 1950.

I Oralism is the belief that deaf children should be taught exclusively by lipreading and speech, without the use of sign language.

Oralism in the United States dates back to 1U67 when the Clarke Institution for Deaf Mutes in Massachusetts. and the Institution for
the Improved Instruction of Deaf Mutes in New York City, known as Lexington School, opened. Oralism established wide and deep
roots in education of Deaf children, after the overwhelming vote to ban Sign Language from the eduoation of Deaf children at the
1880 International Congress on Education of the Deaf in Milan. Another powerful boost to oralism was when Alexander Graham Bell
used his fame and wealth to advocate for speech training, and not sign language, as essential to Deal pcople's personal and
professional advancement

304 UNIT 1O . CIVINC OPINIONS ABOUT OTHERS

SIGNING NATURALLY

Homework 70:72

O LooKrNG FoR A MISPLAcED trEM

View The Missing Sandwich story. See how Tonique tells her
story according to the storyboard below. A storyboard is a series of
pictures that represent the sequence of events that takes place in

the story.

L Background

ll. Body

l.lll. Conchrsiort

HOMEWoRK 10:i 2 305

LANGUAGE ELEMENTS

Review the following language elements to describe searching for a
missing item.

The Search
For each of the three (or more) searches incorporate these language

elements.

. Rationale for Search (transition)

To begin the search in a particular location, explain the thought
that led you to look in that location. Be sure to use this sign.

"it occurred to me"

Spatial Agreement
Set up locations in your signing space in a way that resembles
the real locations from your experience. Be sure the locations
remain constant throughout the story. Then, have your
movement verbs, including classifiers, match the locations.

Examples from Tonique's story:

from the kitchen to the from the office the from the kitchen to the

office kitchen car

306 uNrr i0 . crvrNG oprNroNs ABour oTHERS

entering the bathroom going from the bathroom to the kitchen

from the office to the front door from the front door to the office

. Word Order

Name the obiect before using an instrument classifier (ICL) to show how you
handled it.

Examples from Tonique's story:

name object: use ICL: put inside name object: use ICL: open
sandwich refrigerator door
purse refrigerator

name object: car use ICL: open car trunk

HoMEWORK i 0:12 307

name object: money use ICL: give money to newspaper boy
. RoIe Shi.lt

When you describe the action of yourself searching for the item, be sure to use
the sign for "look at," moving the hand to indicate where you are searching.
Be sure your head and eye gaze move in a way that matches the movement of
that sien.

Examples from Tonique's story (notice the head and eye gaze move together with
the sign for "look at"):

looking through the refrigerator

looking over the counter

il

4-lt2 l

-rt -

\t'r.-

W;-i re'

looking inside the car looking inside the upper looking inside the lower
trunk
cabinet cabinet

308 UNIT 1O . CIVINC OPINIONS ABOUT OTHERS

. Endthe Search

Be sure to end each unsuccessful search with this sign.

not present, not there

MISPLACED ITEM

Develop your own story about looking for something you lost or
misplaced.
Storyboard
Develop your storyboard following the narrative structure below.
A storyboard is a series of pictures (photographed or drawn) to
represent the sequence of events (see Tonique's storyboard on
page 305). Use the storyboard to help you visualize and remember
the details in the storv.

Narrative Structure

l. Background
ll. Body

a. the search (at least three searches)
b. the discovery

lll. Conclusion

Language Elements
lncorporate the language elements when describing each search
(pages 306-309). For the Conclusion, use one of these signs below
to indicate how you felt about finding the item.

HoMEWoRK 10:12 309

to feel annoyed after to feel foolish; stupid

realizlng you should

have known better

Rehearse your story until you do not need to look at the storyboard
to tell the story. Be prepared to turn in your storyboard at the time
you tell your story.

310 uNrr 'r0 . crvrNc oprNroNs ABour orHERs

SIGNING NATURALLY

Ilnit 70 Review; Self-Assessment

Write the number ol classes you missed:

homeworh assignments not completed for class:

hours you practiced/used signs outside of the cla-ssroom per week:

Now that you are done with this unit, rate NOTE: lf you marked 3 or lower, you
yourself using the list below: 5 indicates feeling should review that portion of the work-
the most comfortable and confident about your book and write down steps you plan to
skill in that area and 1 indicates feeling the least take to improve your skills in that area.

confident.

l. I knorrrr how to use the temporal aspect to describe a person's tendency. 5 4 3 2 1

2. I know to use predicative adjectives, and not attributive adjectives, to 54321

describe someone's personal qualities. 54321
5 4 3 21
3. I hnow the structure to follow when translerting wh-word questions.

4. I can tell a price or a cost using dollar and cent number patterns.

5. I can elaborate on a situation using role shilt to support my opinion(s) 5 4 3 21

about someone.

6. I can follow the sequence to tell where an item is located in a room. 54321

7. I know to use contrastive structure when translatins "which" questions. 5 4 3 2 1

8. I can compare two people's personal qualities using the contrastive 54321
5 4 3 21
structure.

9. I hnow how to politely interrupt a conversation to deliver a message.

10. I know how to politely interrupt someone talking to me and to resume 54321

the conversalion.

1 1. When viewing the story "A Lesson Learned," I'm able to figure out the 5 4 3 21
meaning of what is signed even though I don't know every sign Melvin

used.

5432112. I can tell a story about an item I have misplaced by following the narrative
structure and incorporating the language elements to describe the search.

Steps I will take:

uNrr REVTEW 311

NOTES:

untitled 1

Tony Fowler

l)igital Perinting



Discussing Plans and Goals

HOMEWORK 11:1 Discussing One's Knowledge and Abilities 316
323
HOMEWORK 11:2 Numbers Review 326
336
HOMEWORK 11:3 Asking for Opinion about Someone 346
3s3
HOMEWORK 11:4 Describing Reactions
362
HOMEWORK 1l:5 States and Provinces I 36s
366
HOMEWORK 11:6 Narrating about Canceled Plans 377
Signs for Thinking 378

HOMEWORK 11 :7 First and Last Time You Did Something 381

HOMEWORK 11:8 Numbers Review 384
388
HOMEWORK 11:9 Discussing Personal Goals

HOMEWORK 11:10 States and Provinces 2

HOMEWORK 11:11 Story:Busted!

HOMEWORK 11:12 Culture: ASL Student in the Community

HOMEWORK 11:13 Deaf Profile: Chuck Baird

UNIT REVIEW Self-Assessment

uNrr 1r DrscussrNc pLANS AND coALs 315

SIG N ING NATU RALLY

Homework 77:7

DISCUSSING ONE'S KNOWLEDGE AND ABILITIES

The signs below are used to discuss types and levels of knowledge
and abilities a person may have. Review the signs and their
definitions before beginning the activity.

A. being well-informed B. having the ability or C. having a talent or
about a subject training to perform unusual ability to
a certain task well; perform tasks

to be skilled in

D.lacking knowledge E. not knowing how to
or awareness

F. do something C. not having the H. not able to; can't due
without skill or necessary training to some type of
or skills; inept
elegance; clumsy obstacle

3'46 uNrr i 1 DrscussrNc pLANs AND coALS

& MrNrDrALocuEs

Watch the mini-dialogues and answer the questions below.

Minidialogue 7
1. Summarize the information shared in the dialogue.

2. Which sign(s) from above were are to describe each person's

familiarity with the topic. Circle the letter(s):

Ursula: ABCDEFGH

The person off screen (K on forehead):

ABCDEFGH

Minidialogue 2
1. Summarize the information shared in the dialogue.

2. Which sign(s) are used to describe each person's abilities? Circle

the letter(s):

John: ABCDEFGH
David: ABCDEFGH

HOMEWORK 11:1 3'/-7

Minidialogue 3
1. Which sign(s) are used to describe each person's abilities?

Circle the letter(s) and write what each person could do in how
much time.

JT: ABCDEFGH

What can he do? In how much time?

Justin: ABCDEFGH

What can he do? In how much time?

Melvin: ABCDEFCH

What can he do? In how much time?

Minidialogue 4

1. Circle the letter(s) for the sign(s) that describe Terrylene's ability.

Sign(s) Terrylene uses to describe herself:

ABCDEFGH

Sign(s) Iva uses to describe Terrylene:

ABCDEFGH

318 uNrr 'r1 DrscussrNc pLANs AND coALS

2. List the steps Iva recommends Terrylene take to pursue her

dream,
a.
b.
c.

3. Circle the letters for the sign(s) Iva uses at the end of each step.

ABCDEFGH

Answers on pqge 527-522.

& Review the vocabulary on the video.
Having Knowledge or Ability

1. being well-informed 2. having a talent or 3. having the ability or

about a subject unusual ability to training to perform a

Lacking Knowledge perform tasks well certain taslc well; to be

skilled in

5. not knowing how to

HOMEWORK 11:1 3',9

Lacking Ahility

6. not having the necessary training or skills; inept 7. do something without

Areas of StudA skill or elegance; clumsy

8. not able to; can't due to

some type of obstacle

32O uNrl1 DISCUSSING PLANS AND COALS

"ft*

flo!itical
$clence

HoMEWoRK 11:1 321

INTRODUCTION l;\
TOENGINEERING
DESIGN

23.

Fingerspell
IT

27. a field of study chosen

by a student to represent
their area of interest
or concentration:

to maior in

322 DISCUSSINC PLANS AND COALS

SIGNING NATURALLY

NUMBERS REVIEW

O ltumber Tgpes
Iva reviews these nurnber types using the number 3. Observe the

palm orientation and movement associated with each type of

number. O minutes
o hours
r cardinal a days
a weeks
. age a months
o dollars
o cents

r clock

e Namber Combinqtions
Iva reviews number combinations, using the number 3.
Observe the palm orientation andmovement of the number 3.

a year (2003, 1903)
a money ($3.03)
o clock (3:03)

HoMEWoRK 11:2 323

Write the Number

lva will sign a number. Write the number and the number type in

the blanks below.

number tqpe number tApe

11.

12.

13.

'44.

15.

'16.
"17.

18.
"19.

20.

Answers onpage 52j.

324 uNrr 1'r . DrscussrNc pLANs AND coALs

EXPLAIN THE NUMBER

Melvin, Terrylene, Derrick and Amber will sign sentences using a money, year, or
clock number. In the blanks below, write the number, the type and to what it refers.

nutnber tqpe what it refers to

1.
2.
3.
4.
5.

6.
7.
8.
9.
'to"

11.
12.
13.
14.
15.
16.
17.
18.
19.
29.

Answers onpage 524.

HoMEWORK '11:2 325

ASKING FOR OPINION ABOUT SOMEONE

In the five minidialogues below, observe:

. Signer A explaining his or her need and asking for opinions

about the person;

I Signer B, giving his or her opinion, including descriptions of the

person's qualities along with examples to support the opinion,
and offering possible drawbacks to having the person in the
given "role";

o and finally, Signer A explaining what he or she plans to do.

Minid,ialogue 7

Lauren is looking for a travel companion and asks Justin about Rose.

1. What is Justin's relationship with Rose?
2. How does Justin describe Rose ?
3. What are the two possible drawbacks of traveling with Rose?

New Slgns

flormer spouse or partner ordinary, nothing special
in a relationship

326 uNrr 11 . DtscussrNc pLANs AND coALS

to move from place to place a brief amount of time
(at each place)

& Minidiqlogue 2
Tonique asks Iva if Renee would be a good potential roommate.

1. What is Iva's relationship with Renee?

2. How does Iva describe Renee?
3. What are possible drawbacks of rooming with Renee?

New Sign

every month, monthly

Minidialogue 3

Melvin checks with Terrylene about the idea of hiring Gerri to work
with him.

1. What is Terrylene's relationship with Gerri?
2. How does Terrylene describe Gerri?
3. What are possible drawbacks of working with Gerri?

HoMEWORK | 1:3 327

Minidialogue 4

Amber asks Justin about David, a guy she is considering a date with.

1. What is Justin's relationship with David?
2. How does Justin describe David?
3. What are the possible drawbacks of dating David?

New Sign

ve no interest in; not
fond of; to not care fcrr

Minidialogue 5

Melvin needs a babysitter and asks Terrylene about Erin.

1. What is Terrylene's relationship with Erin?
2. How does Terrylene describe Erin?
3. What are the possible drawbacks of hiring Erin?

New Signs

to behave or conduct oneself full of ideas; imaginative
in an acceptable way

328 uNrr 1 l DrscussrNc pLANs AND coALS

to be affectionate; to love or to be marvelous, amazing, wonderful
adore someone

Answers given in class.

Practice the key phrases used in the dialogue.

A: give name; ask who
B: explain relationship
A: explain need, ask opinion about person as a

potential...

. travel companion
o roommate
. employee
r date
. babysitter

B: give opinion about him or her

. at least three personal quality signs
o €X?trtple(s) to support your opinion
o at least one drawback about this person

A: ask follow-up questions if necessary
B: reply
A: tell what you plan to do

HoMEWoRK 1 l:3 329

For "A: explain need, ask opinion about person as a potential.,"

o travel companion

For "A: teII whcrt you plan to ilo"

330 uNrr 1r . DrscussrNC pLANs AND coAls

Far "A: explain need., ask opinion about person as a potential..."

o roommate

For "A: teII what gou plan to do"

HoMEWoRK 11:3 331

For "A: explain need, ask opinion about person as a potential.."

o employee

For "A: teII what gou plan to do"

332 uNrr 1 r . DrscussrNc pLANs AND coALS

For "A: explnilt need, ask opittion about persotl as a potential,."

o date

For "A: teII urhat plou plan to d.o"

HoMEWoRK 11:3 333

FoJ "A: explain need, ask opinion about person as a potential..."

. babysitter

For "A: teII what you plan to ilo"

334 uNrr 1r . DrscussrNG pLANs AND coALS

VOCABULARY REVIEW
% Review the vocabularry on the video.

Verbs

1. to get in contact with 2. to hire someone

3. to catch on quite easily 4. to flirt with

If.-\.1

'#$'ra

5. havins a creative mind 6. to transfer from here 7. to have exoerience with

to ther:e

HOMEWORK 11:3 335